Abstract
This chapter seeks to explore the challenges placed on instructors by popular social discourses. It highlights three central challenges to teaching students to think critically about sex and gender: a lack of critical data, the constraints of popular language, and the blinding nature of cultural hegemony. It then suggests possible ways to work through these roadblocks as instructors seek to empower their students to be critical gender scholars.
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Haltinner, K. (2016). Gender Bending in the Classroom: Teaching Gender Inequity Without Reifying Gender Essentialism and Heteronormativity. In: Haltinner, K., Pilgeram, R. (eds) Teaching Gender and Sex in Contemporary America. Springer, Cham. https://doi.org/10.1007/978-3-319-30364-2_5
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DOI: https://doi.org/10.1007/978-3-319-30364-2_5
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